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Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality

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A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: 20 August 2026 | Viewed by 10695

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Special Issue Editors

Dr. André Sales Mendes

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Guest Editor

Expert Systems and Applications Lab (ESALAB), Faculty of Science, University of Salamanca, 37008 Salamanca, Spain
Interests: computer languages and systems; computer science
Special Issues, Collections and Topics in MDPI journals

Dr. Héctor Sánchez San Blas

E-Mail Website
Guest Editor Assistant

Expert Systems and Applications Lab—ESALAB, Faculty of Science, University of Salamanca, Plaza de los Caídos s/n, 37008 Salamanca, Spain
Interests: Internet of Things; telerehabilitation; virtual reality; patient monitoring; pose estimation

Special Issue Information

Dear Colleagues,

In recent years, the integration of gamification and virtual reality (VR) has gained significant traction across various domains, including education, healthcare, and industry. Gamification leverages game design elements to enhance user engagement and motivation, while virtual reality offers immersive experiences that enable users to interact with digital environments in unprecedented ways. The convergence of these two powerful tools opens new avenues for innovation, creating opportunities to address complex challenges and improve outcomes in both learning and operational settings.

We are pleased to invite you to contribute to this Special Issue, which aims to explore the latest advancements, methodologies, and applications of gamification and VR. Moreover, it seeks to foster interdisciplinary collaboration and provide a platform for researchers and practitioners to share insights into how these technologies are shaping the future of human–computer interactions.

Suggested Themes:

Gamification strategies in virtual environments;
Applications of VR and gamification in education and training;
Health and therapy innovations using gamified VR experiences;
Technological advancements and challenges in combining VR and gamification;
User experience (UX) and user interface (UI) design for gamified VR systems;
Psychological and behavioral impacts of gamified VR experiences;
Gamification in augmented reality (AR) and mixed reality (MR);
Serious games in VR for skill development;
Cultural and social considerations in gamified VR systems;
Ethical implications and data privacy in gamified VR applications.

Dr. André Sales Mendes
Guest Editor

Dr. Héctor Sánchez San Blas
Guest Editor Assistant

Manuscript Submission Information

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Keywords

virtual reality
gamification
gamified VR

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Published Papers (7 papers)

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Research

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37 pages, 1586 KB

Open AccessArticle

The Art Nouveau Path: Four-Wave Repeated Cross-Sectional Evidence on Sustainability Competences in a Gamified Mobile Augmented Reality Heritage Experience

by João Ferreira-Santos and Lúcia Pombo

Appl. Sci. 2026, 16(8), 3840; https://doi.org/10.3390/app16083840 - 15 Apr 2026

Viewed by 260

Abstract

Competence-oriented Education for Sustainable Development requires evidence that immersive and gamified learning experiences elicit sustainability-relevant change beyond short pre–post windows. This study examines the Art Nouveau Path, a location-based mobile augmented reality heritage game implemented in Aveiro, Portugal, using a four-wave repeated cross-sectional design with anonymous student samples: baseline (S1-PRE, N = 221), immediate post-activity (S2-POST, N = 439, validated n = 438), follow-up (S3-FU, N = 434), and distant follow-up (S4-DFU, N = 69, validated n = 67). Analyses were anchored in a shared 25-item GreenComp-based questionnaire (GCQuest) block targeting Embodying Sustainability Values (ESVs; scale of 1 to 6) and combined distribution-aware descriptives, nonparametric omnibus, and pairwise tests with Holm correction, and planned robustness checks including equal-n downsampling and alternative scoring. Results displayed a pronounced post-activity peak (S2-POST), partial attenuation at follow-up (S3-FU), and convergence toward baseline at distant follow-up (S4-DFU), accompanied by loss of the high-agreement tail. Item-level contrasts suggested that later-wave declines concentrated in effortful self-regulation and critical appraisal items, whereas value endorsement items were more stable. These findings indicate that field-deployable mobile AR heritage paths may generate strong proximal competence-aligned signals; nevertheless, durable enactment-oriented change is likely to require structured reinforcement and integration into broader curricular sequences. Full article

(This article belongs to the Special Issue Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality)

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21 pages, 2948 KB

Open AccessArticle

Exploring the Impact of Thematic Alignment of Narratives in a Game with a Purpose on User Engagement and Cognitive Load: An Experimental Study

by Wateen Aliady and Massimo Poesio

Appl. Sci. 2026, 16(4), 1915; https://doi.org/10.3390/app16041915 - 14 Feb 2026

Viewed by 516

Abstract

The current research discusses the thematic alignment of narratives and its impact on user engagement in gamified apps, using NLP Game-with-a-Purpose (GWAP) as the experimental environment. The experimental game is made up of a three-dimensional environment wherein a scene-based narrative is contextually integrated with the game world, and there is no such integration in the case of a non-scene-based narrative. Quantitative data gathered from 80 participants shows that a scene-based narrative contributes much better to user engagement, scoring higher in Focused Attention (FA) and Reward (RW) compared to the non-scene-based narrative. These findings are supported by qualitative feedback and think-aloud protocols, which showed that the participants found the scene-based narrative to be more engaging and involved than the non-scene-based material. Even though there were no statistically significant differences in cognitive load, trends of mental demand and frustration were observed indicating that thematic alignment has the potential to streamline the user experience. These findings have design implications in developing narrative-based gamified systems that can be used to improve interaction in language-related tasks. Full article

(This article belongs to the Special Issue Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality)

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30 pages, 2354 KB

Open AccessArticle

Augmented Reality vs. 2D in Basic Dental Education: Learning Outcomes, Visual Fatigue, and Technology Acceptance—A Mixed Methods Study

by Gloria Pérez-López-de-Echazarreta, María Consuelo Sáiz-Manzanares, María Camino Escolar-Llamazares and Lisa Alves-Gomes

Appl. Sci. 2026, 16(3), 1269; https://doi.org/10.3390/app16031269 - 27 Jan 2026

Viewed by 607

Abstract

In health sciences, the population-level burden of dental caries makes oral health education and the integration of theory and practice a priority. This quasi-experimental study examined whether augmented reality (AR) using the Merge Object Viewer improves basic dental knowledge, is associated with visual symptoms, and is acceptable compared with two-dimensional (2D) materials. A total of 321 students enrolled in health-related programmes participated and were assigned to three AR/2D sequences across three blocks (healthy dentition, cariogenesis, and pain management). Outcomes included knowledge (15-item test, pre and post intervention), computer vision syndrome (CVS-Q), acceptance (TAM-AR), and open-ended comments. Knowledge improved in all groups: 2D materials were superior for dentition, AR for cariogenesis, and both were comparable for pain. Two-thirds met criteria for symptoms on the CVS-Q, with a lower prevalence in the AR–2D–AR sequence. Acceptance was high, and comments highlighted usefulness, ease of use, and enjoyment, but also noted language issues and technical overload. Overall, AR appears to be a complementary tool to 2D materials in basic dental education. Full article

(This article belongs to the Special Issue Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality)

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14 pages, 618 KB

Open AccessArticle

Immersive Virtual Reality-Based Exercise Intervention and Its Impact on Strength and Body Composition in Adults with Down Syndrome: Insights from the InDown Pilot Project

by José María Cancela-Carral, Adriana López Rodríguez and Pablo Campo-Prieto

Appl. Sci. 2026, 16(2), 1059; https://doi.org/10.3390/app16021059 - 20 Jan 2026

Viewed by 522

Abstract

This pilot study examined the feasibility, usability, and physiological effects of a high-intensity exercise program delivered through immersive virtual reality (IVR) in adults with Down syndrome (DS). Twenty participants (mean age: 29.85 ± 9.37 years) completed a 12-week intervention using the FitXR exergame on Meta Quest 3, with two sessions per week. Usability, safety, and personal experiences were assessed via the System Usability Scale (SUS), Simulator Sickness Questionnaire (SSQ), and Game Experience Questionnaire (GEQ), while body composition and strength were measured using bioelectrical impedance analysis and standardized tests (handgrip dynamometry, Five Sit-to-Stand Test). Results indicated excellent usability (SUS: 92.88–95.03/100), minimal cybersickness (SSQ: 2.12 → 1.98/48), and high adherence (90%). Positive experiences increased significantly, with no negative experiences reported. Lower-limb strength has been considered as a primary outcome, which has shown to improve significantly (p = 0.018; Cohen’s d = 0.89), whereas upper-limb strength and body composition changes were minimal. These findings suggest that IVR-based exercise is a safe, engaging, and feasible strategy for promoting physical activity and enhancing functional strength in adults with DS. Further controlled trials with longer duration and nutritional strategies are warranted to optimize body composition outcomes. Full article

(This article belongs to the Special Issue Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality)

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14 pages, 1010 KB

Open AccessArticle

Games with a Purpose for Part-of-Speech Tagging and the Impact of the Applied Game Design Elements on Player Enjoyment and Games with a Purpose Preference

by Rosa Lilia Segundo Díaz, Gustavo Rovelo Ruiz, Miriam Bouzouita, Véronique Hoste and Karin Coninx

Appl. Sci. 2025, 15(7), 3561; https://doi.org/10.3390/app15073561 - 25 Mar 2025

Viewed by 1109

Abstract

Linguistic tasks such as Part-of-Speech (PoS) tagging can be tedious, but are crucial for the development of Natural Language Processing (NLP) tools. Games With A Purpose (GWAPs) aim to reduce the monotony of the task for native speakers and non-experts who contribute to crowdsourcing projects. This study focuses on revising and correcting PoS tags in the Corpus Oral y Sonoro del Español Rural (COSER), the largest collection of oral data in the Spanish-speaking world, to create a parsed corpus of European Spanish dialects. It also examines how game design elements (GDEs) affect players’ enjoyment. Three games—Agentes, Tesoros, and Anotatlón—were developed, incorporating different GDEs, such as rewards and challenges. The results show two levels of enjoyment: at the concept level with Anotatlón, and at the level of individual GDEs with Tesoros. This suggests that certain GDEs influence player enjoyment and, consequently, their preference for certain games. However, the study also shows the complexity of evaluating triggers for player enjoyment in games with more than one implemented GDE. Full article

(This article belongs to the Special Issue Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality)

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Review

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55 pages, 2271 KB

Open AccessReview

Tracking Systems and Visualization Devices in Virtual, Augmented, and Mixed Reality Games for Motor and Cognitive Rehabilitation and Training: A Scoping Review

by Emmanouil Drakakis and Christos Goumopoulos

Appl. Sci. 2026, 16(6), 2671; https://doi.org/10.3390/app16062671 - 11 Mar 2026

Viewed by 640

Abstract

Background: Virtual, augmented, and mixed reality (or collectively extended reality, XR) serious games, combined with motion-tracking technologies, are increasingly used for motor and cognitive rehabilitation and training. As XR and tracking technologies advance, a systematic mapping of the related research area could offer relevant insights. Objectives: This review aims to map interactive XR serious games, using motion-tracking technologies for physical or cognitive rehabilitation or training, and describe intervention characteristics and evaluation methods. Eligibility Criteria: Eligible studies were English, peer-reviewed journal articles published between 2015 and October 2025, with more than three participants, using custom XR serious games for rehabilitation or training. Studies were excluded if they focused on technical aspects, passive XR, diagnostic evaluation, psychological therapies, minor participants, procedural training, or education. Charting Methods: Data were charted using a structured form capturing XR characteristics, hardware configurations, study characteristics, and evaluation methods. Results: 61 studies were included. Most employed non-immersive or fully immersive VR interventions, targeting physical upper-body rehabilitation, especially post-stroke and Parkinson’s disease. Usability, acceptability and user experience, and training effectiveness were commonly evaluated with positive outcomes. Conclusions: The findings highlight opportunities for research into augmented and mixed reality approaches, particularly for cognitive function, and use of XR-based interventions across broader populations. Full article

(This article belongs to the Special Issue Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality)

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Other

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13 pages, 241 KB

Open AccessSystematic Review

Challenges and Implications of Virtual Reality in History Education: A Systematic Review

by Rafael Villena-Taranilla and Pascual D. Diago

Appl. Sci. 2025, 15(10), 5589; https://doi.org/10.3390/app15105589 - 16 May 2025

Cited by 3 | Viewed by 5922

Abstract

Virtual Reality (VR) has emerged as a promising tool for history education, offering immersive and interactive learning experiences. However, its implementation in educational settings presents several challenges that remain under-explored. This systematic review, conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology, aims to identify the main technical, usability, economic, psychological, social, and ethical challenges associated with the use of VR in history teaching. A literature search was performed in the Scopus (Elsevier) database, retrieving 2794 studies, from which a final selection of 14 papers was made based on predefined eligibility criteria. The findings indicate that interoperability issues, high hardware and software requirements, and navigation difficulties hinder VR integration. Moreover, usability concerns, including complex interfaces and cognitive overload, affect both students and educators, emphasizing the need for specialized teacher training. Economic barriers, such as the high cost of VR equipment and software, limit accessibility in resource-constrained institutions. Additionally, psychological and social challenges, including user discomfort, confusion between reality and fiction, and ethical concerns, were identified. These findings highlight the necessity of addressing these limitations to optimize VR’s pedagogical potential in history education. Future research should focus on developing cost-effective solutions, enhancing usability, and designing comprehensive training programs to facilitate the effective adoption of VR in educational contexts. Full article

(This article belongs to the Special Issue Innovative Horizons: Exploring the Convergence of Gamification and Virtual Reality)

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